MASSIVE OPEN ONLINE COURSES (MOOCS) AND EMPLOYABILITY IN DEVELOPING COUNTRIES: THE EXPERIENCE OF MOOC USERS AND POTENTIAL USERS IN COLOMBIA, PHILIPPINES, AND SOUTH AFRICA.

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

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Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries ◽

10.4018/978-1-7998-8051-6.ch007 ◽

2021 ◽

pp. 107-128

Author(s):

Michael O. Fagbohun ◽

Chrisopher Nkiko ◽

Basiru Adetomiwa ◽

Aderonke O. Asaolu ◽

Nwanne M. Nwokeoma ◽

...

Keyword(s):

Professional Development ◽

Developing Countries ◽

21St Century ◽

Online Courses ◽

Developing Economies ◽

Continuing Professional Development ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Personal Learning ◽

Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

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Massive open online courses: a resource for health education in developing countries

Global Health Promotion ◽

10.1177/1757975916680970 ◽

2017 ◽

Vol 25 (3) ◽

pp. 74-76 ◽

Cited By ~ 12

Author(s):

Tharindu R. Liyanagunawardena ◽

Omar A. Aboshady

Keyword(s):

Developing Countries ◽

Health Education ◽

Online Courses ◽

Health Sector ◽

Emerging Infectious Diseases ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Potential Barriers ◽

E Learning ◽

Potential Tool

Developing countries are suffering from increasing burdens presented by both non-communicable and emerging infectious diseases. Health education is an important step to fight against these mostly preventable diseases. E-learning has been shown to be one of the tools that address some of the training challenges experienced in developing countries by supporting efficient content delivery, decreasing costs and increasing access. Massive open online courses (MOOCs) are a recent innovative presentation of online learning that have attracted millions of learners from all over the world. In this commentary, we propose MOOCs as a potential tool to offer a tremendous opportunity to fulfil the unmet training needs of the health sector in developing countries in two complementary ways: as a resource for training healthcare professionals; and as a resource for the general public. Potential barriers to accessing MOOCs and possible solutions are also discussed.

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MOOCs in TVET Sectors of Developing Countries

Emerging Self-Directed Learning Strategies in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3465-5.ch003 ◽

2018 ◽

pp. 22-47

Author(s):

Md. Shahadat Hossain Khan ◽

Mutwalibi Nambobi ◽

Md. Sakawat Ali

Keyword(s):

Developing Countries ◽

Educational Technology ◽

Developing Country ◽

Online Courses ◽

Developed Countries ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Recent Innovation ◽

The Developed Countries

This chapter discusses about the recent innovation in the area of educational technology, which is widely known as Massive Open Online Courses (MOOCs). Very few studies in the existing literature elaborated about the MOOCs in the developed countries, where the focus was on mainly asserting the nature of MOOCs platform and its possibilities. However, very less attention has been observed in relation to incorporate MOOCs in TVET sectors of developing countries. In order to fill this gap, this chapter has four main areas to discuss: provides general features of MOOCs platform; identifies benefits of incorporating MOOCs; presents emerging possibilities of using MOOCs; and identifies the challenges confronting TVET sectors for integrating MOOCs in any developing country. In order to improve the present constraints, this chapter further provides suggestions and recommendations that are useful for TVET stakeholders for formulating policies in relation to MOOCs.

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Challenges for Using Massive Open Online Courses (MOOCS) in Latin America

User Innovation and the Entrepreneurship Phenomenon in the Digital Economy - Advances in Electronic Commerce ◽

10.4018/978-1-5225-2826-5.ch005 ◽

2018 ◽

pp. 92-109

Author(s):

Valéria Feitosa de Moura ◽

Juliana Nelia Nascimento Correa ◽

José Dutra de Oliveira Neto ◽

Cesar Alexandre de Souza ◽

Adriana Backx Noronha Viana

Keyword(s):

Developing Countries ◽

Online Courses ◽

Descriptive Analysis ◽

Open Educational Resources ◽

Educational Resources ◽

Massive Open Online Courses ◽

Free Access ◽

Massive Open Online ◽

Technological Infrastructure ◽

Access And Quality

Open educational resources (OERs), including massive open online courses (MOOCs), have emerged as an alternative to increase the access and quality of education, reducing educational costs and inequality, particularly in developing countries. Despite their potential to improve and provide free access to quality educational resources, developing countries are making little use of these resources due to language barriers, contextualization, the technological infrastructure, and the requirement that users have basic skills. Therefore, the objective of this study is to verify the impact of language, the technological infrastructure, and users' skills in the use of MOOCs in Latin American countries through a descriptive analysis of the data obtained through a survey conducted in Brazil, Chile, and Colombia for the research project developed by the Center for the Development of Technology and Educational Environments (NPT). From the data analysis, it is possible to verify that the level of digital literacy and language are relevant factors to be considered to increase the use of MOOCs in the countries that compose the sample.

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Education and the Relation to the Outside: A Little Real Reality

Deleuze Studies ◽

10.3366/dls.2015.0188 ◽

2015 ◽

Vol 9 (3) ◽

pp. 273-300 ◽

Cited By ~ 5

Author(s):

David Savat ◽

Greg Thompson

Keyword(s):

Performance Metrics ◽

Online Courses ◽

Massive Open Online Courses ◽

Educational Institutions ◽

Special Issue ◽

Massive Open Online ◽

Transformative Teaching ◽

Control Society ◽

Brave New World ◽

Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

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cMOOCs and Global Learning: An Authentic Alternative

Online Learning ◽

10.24059/olj.v17i2.347 ◽

2013 ◽

Vol 17 (2) ◽

Cited By ~ 6

Author(s):

Carol Yeager ◽

Betty Hurley-Dasgupta ◽

Catherine A. Bliss

Keyword(s):

Online Courses ◽

Lessons Learned ◽

Massive Open Online Courses ◽

Research Review ◽

Press Coverage ◽

Open Educational Resource ◽

Educational Resource ◽

Global Learning ◽

Massive Open Online ◽

Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

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